All pedagogical theories, as a rule, are conditioned by the ideal model of the personality to which they are oriented. It, in turn, is determined by the socio-economic needs of the society in which the process takes place. In the conditions of the formation of a market economy, there is almost no area of production or life that would not need to be taken out of a crisis state. In this regard, a creative, intelligent, competitive personality is becoming increasingly important. At the same time, she should strive for constant self-development.
People-centered approach
In education, the main emphasis is on individual development. All components of the system, the conditions in which it operates, are implemented taking into account the specified result. This, however, does not mean that the ideal model is not considered in other theories. But only a personal approach assumes the priority role of the individual characteristics of the child. It is used in Montessori schools, CelestenaFrenet, in the Waldorf system. Let's take a closer look at them.
Waldorf School
The personal approach in education is primarily aimed at recognizing the child as a unique, original individual. This orients the teacher to a reverent, caring attitude towards children, with all their shortcomings and virtues. The primary task of an adult is to create the necessary conditions for the development and growth of the child, mainly in the spiritual and moral sense.
Historical background
Earlier, the future of a child was determined by the family in which he was born and developed. His parents could be intellectuals, workers, peasants. Accordingly, family opportunities and traditions largely determined the trajectory of the level of education and the subsequent path. In the Waldorf school, social conditions do not matter so much. Moreover, a student-centered approach to education and child development does not aim to create a particular type of person. It is focused on the formation of prerequisites for self-development and growth of the individual. The Montessori school, on the contrary, sets the main task of creating the most favorable conditions for the development of the child. As for the Frenet system, its peculiarity is that it is built on pedagogical improvisation. Its implementation manifests the freedom of creativity for both adults and children.
Emotional state
Using a personal approach in teaching, the teacher pays attention not only to individual, age characteristics. The emotional state of the child is also important. The problem of its accounting is still unfinished today. Along with this, the range of states - joyful, excited, irritated, tired, depressed, and so on - has a special, and in some cases, decisive importance in the development, formation of positive or negative behavior.
Options for solving the problem
Implementing a personal approach in education, the teacher must know what emotional states are most typical for a single child. Taking into account their manifestations, an adult sets the conditions for harmonious cooperation with children, their joint creativity. Conflict states are of particular importance. They are considered complex emotional manifestations. Over the past few years, the personal approach has been implemented through the role model of child development. Such a way of interaction is provided in the concept of Talanchuk. The author emphasizes that personality is the social essence of an individual. It is expressed in the level of mastery of the system of social roles. The social capacity of the individual depends on its quality. So, in a family, a child learns the appropriate culture of life: a boy learns and realizes the functions of a son, and subsequently a father, a girl - a daughter and then a mother. Within the framework of collective interaction, an individual comprehends a communicative culture. He can act as a performer or leader. Subsequently, a person masters the functions of a member of the work team. Within the framework of socialization, in the interaction of society and man, the individual comprehendstasks of a citizen of one's country. At the same time, there is an intensive formation of the "I-concept". It is enriched with new values and meanings.
Nuances
It is worth saying that modern literature and best teaching practice places a special emphasis on the personal approach. However, this does not mean that the problems of the development of the child in the team and through him are removed as irrelevant. On the contrary, many issues relating in particular to the socialization of the individual cannot be resolved without relying on the educational capabilities and strength not so much of the teacher as of the social group in which she is located. However, the emphasis in this situation is still on individual development. If in the Soviet period education in a team and through it often led to the leveling of the personality, since it was formed for a specific social group, today the individual should receive space and a real opportunity to realize his essential strengths and abilities.
Recommendations
A personal approach will have an effect if the teacher will:
- Love children. This does not mean that you need to stroke every child on the head. Love is realized through a benevolent and trusting attitude towards children.
- Strive to understand the goals, actions, motives of the child in any situation.
- Remember that every student is a unique individual. All children have their own characteristics, the amplitude of which is very large.
- Remember thatevery child is talented at least in something.
- Give a chance to improve, even if the student has committed an egregious act. Evil should not be remembered.
- Avoid comparing children to each other. It is necessary to strive to look for individual "points of growth" in each child.
- Remember that mutual love will come from cooperation and understanding.
- Search for and enable every child to self-actualize and assert themselves.
- Predict, stimulate, design the creative development of children.
Personal-activity approach
A person's potential is realized through his activity. This pattern formed the basis of the personal-activity approach in education. Its key principle is the active involvement of children in feasible and interesting activities. As part of the analysis of the organization of schoolchildren's activities, special attention should be paid to its structure. In the works of psychologists Leontiev and Rubinstein, activity includes needs, motivation, actions, factors (conditions), operations, and results. Platonov simplified this scheme. In his works, activity is presented in the form of a chain consisting of a motive, a method and a result. Shakurov proposed a system-dynamic structure. It additionally introduced ideas about the phases of activity: orientation, programming, implementation, completion.
Situational method
The organization of children's activities should be aimed atactivation of motivational-need, content and procedural spheres. Activity occurs within the framework of specific conditions. In this regard, within the framework of education, a situational approach is used. It involves the implementation of several rules:
- In any situation, the teacher should not rush to make a decision. It is necessary to think over, weigh the options, losing several strategies.
- When making a decision, preference should be given to moral methods of getting out of the current situation. This is necessary in order for children to be confident in the professional honesty and fairness of an adult.
- You should not solve all the problems that have arisen in a difficult situation at once. It is necessary to act in stages.
- As events unfold, you should adjust your decisions.
- If a mistake is made, the teacher must first of all admit it to himself and, if necessary, to the children. This will increase your credibility more than wanting to always look infallible.
Conclusion
Within the framework of the humanistic paradigm, it is necessary to create real conditions in which the pendulum of values of both the teacher and the children shifted to truly human qualities. In turn, this requires improving the pedagogical culture of communication, creative self-expression, and dialogue. We are not talking about abandoning traditional methods and forms of education. This refers to a shift in priorities, an increase in the quality of the system's self-development.
